[PPT] - Speakers: Spea Christy Byrd, Psychology Jody Greene, Literature PowerPoint Presentation

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cit itl@ucsc.edu | cit itl.ucsc.edu | | McHe Henry L Lib ibrary 1 1330A

Christy Byrd, Psychology Rebecca Covarrubias, Psychology Robin Dunkin, Ecology & Evolutionary Biology Sylvanna Falcón, Latin American & Latino Studies Jody Greene, Literature Jaye Padgett, Linguistics Kyle Parry, History of Art & Visual Culture Tonya Ritola, Writing Program

Spea Speakers:

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WHY INCLUSIVE TEACHING?

Jaye Padgett Vice Provost for Student Success Senate Forum on Inclusive Teaching (Center for Innovations in Teaching and Learning) April 2018

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Educational equity

Our vision is to create an environment where students…
Feel they belong, and are welcome and supported at a campus with a

positive climate

Experience the same student success outcomes, including graduation rates

and GPAs, whatever their identity, family income, or life background

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Gaps have persisted for years

2005 2006 2007 2008 2009 2010 2011 2012 2013 Overall 4-year graduation rate 50.0% 50.9% 49.5% 54.5% 55.2% 51.5% 52.6% 49.0% 51.9% Overall 6-year graduation rate 73.0% 73.7% 72.1% 76.9% 78.1% 77.2% 77.4% Latinx 4-year graduation rate 43.1% 39.8% 41.3% 42.5% 45.8% 39.4% 42.2% 39.4% 45.8% Latinx 6-year graduation rate 71.2% 69.2% 67.0% 70.8% 75.0% 74.2% 73.5% ABC 4-year graduation rate 39.7% 34.5% 41.3% 46.8% 43.4% 48.9% 48.4% 37.9% 39.5% ABC 6-year graduation rate 64.7% 67.9% 64.2% 71.2% 63.9% 70.7% 73.4%

30% 40% 50% 60% 70% 80% 90% 100% Cohort Entry Year

4- and 6-Year Graduation Rates of Frosh by Race/Ethnicity

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The whole student

Academic success and student life are connected

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It’s not all about academic preparedness

Proportion of our students who are low-income, first-

generation, and/or from historically underrepresented and currently minoritized groups:

60%
Meaning…
Less ‘cultural capital’
Working 1 or more jobs
Housing / food insecurity
Family crises
Imposter syndrome / sense of belonging
Experience challenging climate

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It’s not all academic preparedness

Number of undocumented students:
~460
Meaning…
Experiencing national context
Friends and family being deported
Loss of financial aid
…

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It’s not all academic preparedness

Students with disabilities
Proportion of students seeking accommodations
In 2007: ~3%
In 2017: 9%

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It’s not all academic preparedness

Mental health concerns
Large increases in students with anxiety and depression
UC Santa Cruz has the highest rates in the UC system (by a

small margin)

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Institutional responsibility

Increasingly the expectation is that we help students succeed
This can feel daunting

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Institutional responsibility

But many of the things faculty can do are within easy reach

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SUPPORTING FIRST-GENERATION STUDENTS:

REFLECTING THE STRENGTHS OF DIVERSE STUDENTS IN OUR TEACHING

Rebecca Covarrubias, Assistant Professor of Psychology, CITL Fellow

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THE CULTURE CYCLE: MUTUAL INFLUENCE OF SCHOOLS AND STUDENTS

Adapted from Markus & Kitayama, 2010

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71% characterized their university as INDEPENDENT Think about the most important skills that your academic institution expects students to develop while in college.

(N=248; 70% Deans, 9% Program Directors, 13% Provost Office)

(Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012, Study 1)

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SELF DEVELOPMENT HELP OTHERS

(Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012, Study 2)

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(Covarrubias, Valle, Laiduc, & Azmitia, revise/resubmit)

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CULTURAL MISMATCH THEORY

Students’ wellbeing and performance are undermined when their model of self (e.g., interdependent) mismatches the university norm of independence (e.g., working-class, first-gen, Latinx, Native)

(Covarrubias, Herrmann, & Fryberg, 2016; Fryberg, Covarrubias & Burack, 2013; Fryberg & Markus, 2007; Markus & Conner, 2013; Markus & Kitayama, 1991; Stephens, Fryberg, Markus, Johnson & Covarrubias, 2012)

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(Covarrubias, Landa, & Gallimore, in prep)

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I have such a connection with my family that I have felt much guilt coming to the university. I feel that I have such a luxury with independence and they are suffering

everyday. These thoughts have made me

consider dropping out of college and start working full-time to aid my family.

Latino Male, First-Gen Student, 19

(Covarrubias & Fryberg, 2015)

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ADDRESSING THE CULTURAL MISMATCH

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1. To not make assumptions

about who they are and what they know;

2. To share and bring

campus resources to students; and

3. To show compassion and

to "be human" so that they are more approachable.

REFLECTIONS FOR FACULTY

(Covarrubias, Valle, & Laiduc, 2017)

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[W]e don't all come from a place of having lots of resources. [T]hings that we should have learned in high school, well, I didn't learn them. And [the] use of statements like "you should know this" and "this should be a review"... makes it hard for students to approach them with questions and concerns.

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SUPPORTING FIRST-GENERATION STUDENTS IN OUR TEACHING

ISSUE TEACHING SUGGESTIONS

Students might lack familiarity with university culture

Reduce the use of jargon or clarify terminology
Make course and assignment expectations clear

Students might have extensive demands outside of school

Keep high expectations while being flexible
Make resources known to students (e.g., CAPS, EOP

, writing) Students might be working multiple jobs because of financial hardship

Avoid requiring resources with limited windows of availability
Request additional textbooks (e.g., EOP’s Textbook Lending Library)
Consider using free course materials, when possible

I might be privileging one model (e.g., independence) in my classroom

Integrate messages and practices of independence and

interdependence in classroom structure, activities and syllabi

Construct ways of inviting students to showcase their wealth of skills

and knowledge in the classroom

Supporting First-Generation University Students Series, UC Davis Center for Educational Effectiveness

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THANK YOU!

rebeccac@ucsc.edu

Researchers of the Culture & Achievement Collaborative

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Inclusive Course Design

Tonya Ritola, Associate Chair, Writing Program

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Who Are My Students, and Why Does it Matter?

Characteristic* % in W2* Influence on My Teaching* First Generation 24%

Making course expectations, procedures, and

criteria for evaluation explicit in classroom discussion and in course materials.

Selecting readings and assignments that provide

students an entry point to connect their lived experiences with the content of the course.

Focusing on language use as a dynamic,

culturally-specific practice and highlighting those differences.

Using multiple formats to present information to

students, in both writing and in speaking. Emphasizing oral communication and peer-to-peer learning as an integral part of the course. Student of Color 76% Multilingual 74% International 28%

* Not mutually exclusive

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1. Creating Shared Language about Grades

In my classes, I use rubrics as a teaching tool to help students…

Understand expectations for successful writing,
Evaluate how they can improve their writing, and
Develop a common vocabulary for analyzing writing.

Through analysis, application, modeling, and peer learning, the criteria I develop to guide students becomes shared language that we use to analyze our

wn writing, as well as the writing of others.

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2. Using Multiple Formats for Presenting Information

To help my students understand and comprehend key concepts for writing, I use different formats strategically throughout the quarter:

Lectures that introduce key concepts
Application activities (in class and out of class)
Homework assignments that reinforce class content
Reflective writing (in class and out of class)
Models of successful writing
Small-group and large-group discussions

This range provides different learners multiple ways to access course content.

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3. Integrating Reflection in the Classroom

Reflection helps students direct their own processes for learning. These activities can take several forms, and they don’t have to be graded:

Assignment “Wrappers.” Ask students to reflect on three questions: How did

you prepare? What problems did you have with the assignment? What will you do differently next time?

Reflection on Prior Learning. Ask students to reflect on what prior learning

might be helpful for an assignment and to anticipate what new learning will be required for them to be successful.

Self-Assessment of Process. Ask students to evaluate their approaches to

completing assignments/exams (step-by-step) and then to reflect on what was successful and what they need to improve in the future.

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Focusing on Disciplinary Practices to Improve Persistence

Robin Dunkin, Ph.D. Assistant Teaching Professor Department of Ecology and Evolutionary Biology Senate Meeting on Inclusive Teaching April 18, 2018 **Skills = Practices = Process Skills = Competencies**

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Teaching skills enhances all aspects of the Persistence Framework

Dirks et al., 2006, Jensen et al., 2015, Graham et al., 2013. Starr et al., in prep

Bridges gaps
Improved self efficacy
Disciplinary identity
Peer or instructor recognition
Enhanced future performance

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% Faculty that felt the amount

f time spent teaching skills

was not sufficient.

Coil et al., 2010

At R1s nearly 70% of faculty felt that they were not teaching enough disciplinary skills

Reasons why faculty didn’t teach skills more frequently.

The reason… Teaching disciplinary skills is too time consuming.

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Content Practices and Skills Teach skills through content

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With your neighbor – read Underline important points Look up words you don’t know. Try to summarize the main point.

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Draw a hypothesis for what this graph would look like based on the abstract that you read.

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Leptin receptor deficiency is caused by mutations in the LEPR gene. This gene provides instructions for making a protein called the leptin receptor in the hypothalamus.

Individuals without a leptin receptor will

A. Be very thin and have trouble gaining weight because

adipocytes are making too much leptin and metabolic rate is depressed.

B. Be very obese because adipocytes can not bind leptin and

metabolic rate is depressed.

C. Be very obese because the brain is unable to bind leptin

and therefore continues to stimulate appetite.

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Teaching Tips for Teaching Disciplinary Practices Worksheets with Review

1. Choose 1 or a few practices to focus on
2. Explicitly communicate that this skill is a part of the curriculum
f the course
3. Try to make activities authentic
4. Use a variety of activities to give students practice with skill
5. Make sure students have a chance to fail in low stakes activity
6. Give students a chance to see their improvement in skill
7. Communicate your confidence in student’s abilities to learn the

skill

8. Give students opportunities to struggle – and tell them it is

normal!

9. Active learning techniques work great to integrate practices!

Even in a large lecture….

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INCLUSIVE TEACHING IN SEMINAR COURSES

Christy M. Byrd

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MY DEFINITION OF INCLUSIVE TEACHING

 All students feel they have an important contribution to make to the class and feel comfortable making that contribution

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THREE TIPS

 Set guidelines for discussion  Make the discussion personal  Vary the discussion style

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EXAMPLE GUIDELINES

 What is said here, stays here (or is only shared in general terms)  Challenge the idea and not the person  We assume that everyone is doing the best they can  Step up, step back

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MAKE THE DISCUSSION PERSONAL

 Example questions

What questions do you have?
What experiences do you have with this topic?
What does this make you think of?
What surprised you?

 Ending reflections

What happened today?

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 Fishbowl discussion

6-8 students discuss while

everyone else observes and takes notes

 Silent discussion

Written discussion on

newsprint

 Speed discussion

Discuss in pairs for 2-3

minutes, then rotate partners

VARY THE DISCUSSION STYLE

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SILENT DISCUSSION PROMPTS

 I already knew that…  I don’t believe…  I’m surprised that…  I’m wondering…  I’m afraid to ask/say…  As psychology majors…

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THREE TIPS

 Set guidelines for discussion  Make the discussion personal  Vary the discussion style

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Holding Inclusive Office Hours

Dr. Sylvanna Falcón, Associate Professor

Latin American and Latino Studies Dept. Academic Senate Forum April 18, 2018

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Why Change Our Approach to OH?

We update our syllabus semi-frequently, which

includes modifying selected course readings and assignments.

We modify our particular pedagogical

approaches based on type of course (LD, UD, grad seminar), yet our approach to office hours has remain unchanged.

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Why Change Our Approach to OH?

*Many of our students are…

Intimidated to walk into a professor’s
ffice.
Working jobs in addition to their studies,

making it difficult to return to campus for an appointment.

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Three Possible Changes to OH

(1) Spend time explaining the purpose of

ffice hours, especially with 1st and 2nd year

students on throughout the term. Give students

concrete ideas about how to approach office hours. Explain the common mistakes students make about office

hours. These include:
Students often think talking quickly to a professor

after class is better than or the same as office hours.

Students avoid office hours because they think it is
nly for students having trouble.

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Three Possible Changes to OH

(2) Have combo appointment and drop-in

ffice hours.
My preference has always been for appointments

because then I know which students are coming…

But realizing this approach may make students feel as

if they should not come if they haven’t made an appointment.

My new strategy will be to have semi-structured OH.
For example, in a 2-hour window, I plan to break down

each hour to be 30-40 minutes appointment based, with 20-30 minutes drop-in.

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Three Possible Changes to OH

(3) Open the CANVAS Chat feature to accommodate students.

This is a new strategy I have tried this quarter during
ffice hours.
It is a helpful option for students who are commuters

and are at work during your office hours.

It provides a less intimidating option for students who

are uncertain how to personally engage a professor.

It is comfortable for this text-happy generation.

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Other Ideas

Hold ‘small group’ office hours.
Hold office hours on different days and times.
If class small, require/schedule students to

attend office hours.

Hold the occasional office hours in courtyard or

at McHenry entrance, or outside or at a place like Café Iveta in the Quarry.

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Thank you!

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Jody

dy G

Green eene

Director, Center for Innovations in Teaching and Learning Professor of Literature, Feminist Studies, and the History of Consciousness

How

w to
T

al alk to

T

eac aching Assi ssist stants s Abou bout I Inclusi sivity

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1. 1. The TA rol

le i

is e s esse ssential to

st

student su success ss

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2. Cul ulti tiva vate a te a cohes hesive ve tea teachi hing tea team m inve invested in d in stude dent nt lea earn rning

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How

w we tal

alk abou about

u
ur st

students with ou

ur TAs

How

w we tal

alk abou about

u
ur TAs

s with ou

ur st

students

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3. Commun mmunica cate e with th TAs abou s about t teac aching prac actices that at prom

mot
te

inclus lusivi vity

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Grow

wth

Minds indset

Talk w with y your ur t teach ching t tea eam ab about t the he sign signifi ficance o

f

f reco ecogni nizing s stud udent ef effort a and nd improve vement. Pr Provide e TAs with example lang nguage for written en and nd verba bal f feed eedba back t that com communicates es l lea earni ning a as a

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ngoi
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and disc isciplinary sk skil ills s as as pract cticea eabl ble.

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Inten tentional l Grou

up Wor
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Enco Encour urage T TAs to co cons nsider er t the soci cial d dyna namics cs of

f thei

eir classr ssrooms w whe hen d design signing g grou

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Discu cuss s strateg egies es f for

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des esigning m more i e incl nclusive e gr group d dyn ynamics, su such as h as instructor-chosen g n group me memb mbers or assig assigning g eac ach h group up m mem ember ber a a speci ecific r role. e.

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Stud Studen ent Asse ssessm ssment

Activ ively d disc iscuss w s wit ith y your tea each ching t tea eam t the e expect ectations f for ea each ch asse assess ssment a and t the he sk skills students n need t to

do
well

ll on

n

those a e assessmen ents. Co Commu mmunicate t the he im importance

f

f providing st g students am s ample

ppo

pportunities t to pr prac actice a and im improve t tho hose se k key sk y skil ills. Encou

urage T

TAs As to

talk

lk w with stud udents a abo bout ut ef effect ective e stud udy habits. .

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Usin Using Tec echnol hnology

gy to

to Promote romote Inclusiv sivity ity

Senate Forum on Inclusive Teaching April 18, 2018 / Kyle Parry, HAVC

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communal inquiry

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communal inquiry

“communities of inquiry” (Peirce, Dewey) “communal luxury” (Paris Commune, Kristin Ross)

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Example of communal inquiry: A (hypothetical) course on the history of visual media.

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Théodore Maurisset, “La Daguerreotypomanie” (Lithograph, 1839)

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Detail, Théodore Maurisset, “La Daguerreotypomanie” (Lithograph, 1839)

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Prompt: “Working in pairs, develop and pitch a juxtaposition of a daguerreotype and a contemporary digital image that will help us think about continuity and change in the history of visual media.”

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students search databases

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“SuiteC” (plugin for Canvas)—one option for uploading and sharing discoveries

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SuiteC: sharing class “assets” on a “whiteboard

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1850 2018

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[visual media, social movements, and the powers of assembly] William Edward Kilburn, “The Chartist Meeting on Kennington Common, 10 April 1848

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